Teen Services Competencies for Library Staff: Take a Learning Break with YALSA Snack Breaks

cover of the YALSA Teen Services CompetenciesAs you read the Teen Services Competencies for Library Staff you may think to yourself, there are some things that I want to learn. Or, there are some areas that I want to get better at. One way to get started with that learning is with YALSA’s Snack Breaks. These videos, published monthly, are between 3 and 15 minutes long (well there might be a couple that are a bit longer) and cover a range of topics related to the new Competencies. Check out the Snack Break on Restorative Approaches to Behavior Management in Libraries.

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Teen Services Competencies for Library Staff: Equity of Access

Cover of YALSA competencies for library staff YALSA released the new Teen Services Competencies for Library Staff just in time for my 10 year anniversary as a YALSA volunteer. It is a great time for me to look back on what I have gained in those 10 years and reflect. Each content area is broken into three levels of achievement: developing, practicing, and transforming. With 10 years of hindsight, I can really see how I have moved through these levels in the content area around Equity of Access. The core of this competency reads:

Ensures access to a wide variety of library resources, services, and activities for and with all teens, especially those facing challenges to access.

When I started in my current position, I knew that serving our Juvenile Detention Center was going to be part of the job. Our Library had already been serving the facility through collections and programs for over 5 years, and I would be taking over from the librarians who started the program (not at all intimidating, let me tell you).

At the time, the Juvenile Detention Center (JDC) had an average daily population of about 85. Most residents were male and between the ages of 15 and 18 and stayed in the facility for about 2 weeks. And although the area my library served was predominantly white, the JDC was predominantly teens of color.
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The December Dilemma: Addressing Identity in the Library

The December Dilemma image, white and yellow text on black background.

As we reflect on the holiday season, it is vital to assess our approach to cultural identity and diversity. Teaching Tolerance and the Tanenbaum Center for Interreligious Understanding recently hosted a webinar exploring the many ways educators can embrace diversity during this culturally complex time of year. As library staff, we can use “The December Dilemma” and its accompanying informational documents to analyze and improve our current holiday programming, and continue to foster an inclusive environment throughout the rest of the year.

Regarding holiday-specific diversity, this packet includes timelines and plans for holiday discussions. Perhaps the most thorough of these is the “Holiday Inclusion Planning Template,” which provides an outline for year-long holiday preparation and resource management. The chart’s description encourages users to identify “which part(s) of your curriculum relate most directly to the holiday and provide the best opportunity for a ‘teachable moment.'” Although originally designed for use by teachers in a school setting, the entire program can certainly be implemented in our context. Slight adjustments would result in an extensive and effective approach to this subject suitable for the youth we serve at our libraries.

Beyond discussion surrounding holidays, this webinar and the accompanying informational packet both address the establishment of a respectful atmosphere. Many of these tools, tips, and techniques can easily be adapted for our programming purposes. The “Rules of Respect” portion of this supplemental packet includes prompts for open discussions about respect, conscious listening, and thoughtful inquiry. While some of these activities–like forming a “listening circle” or creating a chart detailing what respect looks and feels like–are aimed towards a younger audience, the core concepts can be employed for a range of age groups. For example, writing and signing a Rules of Respect Agreement could provide a foundation for newly formed teen clubs, or be used as a way to establish expectations for storytime. Another unit, “My Identity and My Family,” includes book suggestions, activity templates, and discussion prompts that could be introduced into already existing programming or used as a stand-alone unit.

While this webinar and toolkit explore diversity within the specific context of the holiday season, they also provide a solid and thorough approach to religious and cultural tolerance. Whether we use this as preparation for holiday programming, or simply as a framework for conducting identity work within our libraries, this is an invaluable resource. The archived webinar and supplemental documents can be found here.

How Student Engagement is Important for Libraries

A recent survey conducted by YouthTruth discusses whether or not students feel engaged in their school studies. Understanding student engagement is important for educators and librarians because it can give great insight into challenges affecting learning both inside and outside of the classroom. YouthTruth analyzed survey responses from over 230,000 students in grades three through twelve. The information was gathered through YouthTruth’s anonymous online climate and culture survey across 36 states. View the entire report here.

The survey targeted four specific statements, which followed with percentages of their findings. The first was that, “across all grade levels, the majority of students feel engaged.” The results to this statement showed 78 percent of elementary school students, 59 percent of middle school students and 60 percent of high school students respectively felt engaged in school work. It is interesting to see that number drop from the time a student left elementary school and finally made it to high school. However, it isn’t surprising. In elementary school students are constantly praised for the work they do and are often times engaged in more “fun programs” than those who entered the older grades.

This isn’t to say that middle schools and high schools aren’t doing their job of praising students or that they are not having fun. They are – I see it on a daily basis on the social media websites and social media accounts that the schools and teachers at middle and high school levels use. A lot happens in middle school and high school: Life changes occur, college prep begins and suddenly the fun of school is hidden beneath the requirements needed to leave and enter the real world. Students may not feel engaged, not because their teachers aren’t showing how important they are but because so much is happening that education gets lost in the shuffle.

According to the survey, “most students take pride in their school work.” This result shows 72 percent of middle school students taking pride and 68 percent of high school students. The survey broke it down even further to state that females are slightly more likely to take pride in school work than males or students who identify as other than male or female.

The last two survey findings were interesting to me, as they speak a lot to an area I feel public libraries can step in and help fill the gap.

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Year-End Activities for Library Staff

Recently there was a discussion on the listserv for the Association of Rural and Small Libraries about what activities are good to undertake at the end of the year.  It seemed like a good topic for the YALSAblog, too, so I’ve adapted my answers to make them more focused on serving youth:

Reflecting on this year

  • Send thank you notes to volunteers, supporters, and anyone who gave a helping hand or moral support.
  • Do a post-mortem of your overall efforts to serve teens in 2017. What was successful? What failed and why?  What will you do differently next year?  For more about taking the time to reflect, read this article, Time to Reflect: why does it matter in the workplace?
  • Conduct a review library policies and procedures to see if they need updating. Some useful information is on the ALA site and YALSA’s wiki.
  • Conduct a review the teen pages on your school or library’s web site and social media sites to see what needs updating or improving. Check out ASCLA’s web accessibility resources.  Review content and style for inclusive language, professional content versus personal beliefs, and potential sexist, discriminatory, or similarly insensitive language or images.  Ensure graphics do not show people in stereotypical roles.

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More Than Accessible

Libraries strive to be inclusive spaces across North America, but are they? What is the difference between being accessible and being inclusive? More often than not, libraries find themselves as accessible places in an effort to adhere to the Americans with Disabilities Act or Accessibility for Ontarians with Disabilities Act that we have here in my home province. Ramps that allow patrons with mobility issues to enter their local branches and modified collections for those with a visual impairment are ideal examples of how libraries can act as accessible spaces. The challenge is in making those same spaces inclusive to those who are different, specifically regarding programming and services normally available to the average patron.

Think of the last storytime you ran at your library. Perhaps it was a bit loud, active, got children out of their seats and was an all-around great time. Now ask yourself: would someone with autism feel comfortable in that environment? What about your teen programs? It took a long time before I even got close to offering inclusive programs because it is definitely a challenge. There are factors you normally don’t consider that can be major obstacles for those living with a disability.

I want to encourage you to make the effort, regardless of how daunting of a challenge it may seem, because the potential outcome will be more rewarding for you, your library, and your community than you can imagine. Getting starting is often the most challenging part of any project so I want to share a recent success regarding special-needs programming in the hope that it will inspire you to identify a need in your community and work with your local partners to address it.  You might also check out the resources on YALSA’s wiki.

Through focus groups, surveys, and community outreach, we identified a significant lack of support in our city for teens and young adults with special needs. We listened to parents talk about the lack of meaningful opportunities available for their children once they were phased out of school, and what was available had a significant price tag attached to it. Parents spoke about the desire to see their child learn the skills necessary to eventually hold a steady job and feel as though they are part of society, not a social outcast.

This is when most libraries make a common mistake: programming for the community instead of with your community. It’s easy to listen to a parent tell you that her son needs more opportunities to be social only to turn around and throw together a hodgepodge of a program, but what is the desired outcome? Will the program teach new skills, provide learning opportunities, enhance their quality of life or will it simply be glorified babysitting?  A colleague suggested I approach Community Living York South, a local organization serving individuals with disabilities and special needs. Several meetings later I had a better understanding of the challenges facing these individuals in our city and the role our library system could play in supporting them.  If you’re new to building outcomes into your program planning, check out the resources on YALSA’s wiki.

Many of the young adults I spoke with expressed a desire to learn how to use a computer. The basic skills we often take for granted were barriers for these youth and restricted their ability to achieve a fundamental mission of any library system – equal access to information. Through these conversations and research, I developed an adapted computer program for young adults with special needs. The workshop would be offered every Tuesday afternoon for two hours for 8 consecutive weeks. Since I was facilitating it, there would be no cost to the participants, but due to space and equipment limitations we were only able to take on nine students.

We decided upon several topics for the program:

  • Computer basics (turning on, opening & closing windows, etc.)
  • Keyboarding & mouse skills
  • Microsoft Word and communication skills
  • Using the Internet for research & Internet Safety
  • Cyberbullying and peer-pressure

Each lesson was comprised of educational games, computer exercises, real-world examples, group discussions, and a review period at the end of the session. We also encouraged participants to mentor their peers who were having difficulty with certain tasks. Some of our students were able to complete their work quickly, so rather than sit and become disinterested, they were encouraged to pair up and support someone in need of assistance. This became one of the most rewarding aspects of the program because participants were now learning more than just how to use a computer, they were developing their communication and interpersonal skills while making new friends.

I’ve made it sound much simpler than it is, but I want to encourage each of you to take on the challenge of making your library more inclusive. It won’t happen overnight and you’ll encounter countless roadblocks along the way, but know that it will all be worth it. The picture you see below is from the first class I had the pleasure of teaching and I keep it by my desk as a constant reminder that all it takes it a willingness to support those who are too often left behind.

Are you still wondering if you should be offering adapted programs? Well, let me tell you about Adam (I’ve changed his name for privacy) from the program. Adam came to the first class nervous and apprehensive because he had never used a computer. In his own words, he considers himself too “dumb” to use a computer, but that didn’t stop me from trying. Each week we practiced the most basic tasks to create a strong foundation of knowledge he could build on. It seemed as though little progress was being made, until I overheard his conversation with a classmate. I was walking around the class helping participants with their assignment when I heard Adam say, “I can’t believe I’m doing it. I’m actually using a computer. Look, I’m doing it!”

There’s an Adam in your community, and I know with your determination to support those in need, you can provide every Adam with an opportunity to succeed and make your library a truly inclusive space.

 

Teach Us All Highlights Powerful Youth Activism

By Julie Stivers

[This post is part of the YALSA Presidential Theme: Youth Activism through Community Engagement]

Have you watched the powerful documentary film, Teach Us All? This crucial and compelling film—directed by Sonia Lowman and distributed by Array—documents educational inequality in the US, framed with the history and lasting impact of the Little Rock Nine. The film is available to stream on Netflix or—to increase reach—you can host a screening at your school, district, or library. (Watch the trailer here.)

I was lucky enough to attend a screening organized by a group of equity-focused assistant principals in our WCPSS district.  Watching—and then discussing—the film with fellow educators made the experience even more meaningful. For me as a viewer, the crucial thread running through the entire film was the powerful student activism piece and how it directly relates to this year’s YALSA Presidential Theme: Youth Activism through Community Engagement.

Teach Us All highlights students championing for their rights, building grass-root organizations, questioning inequitable and structurally racist school policies, and working with each other to enact social change within their schools and communities. Youth voices were the most compelling:

“It is up to us as students to create that essential change.”

“Real change happens when the people who need it, lead it.”


Teach Us All
highlighted several community led, youth-based organizations that work with and through youth on issues related to educational equity and social activism.

StudentsMatter [studentsmatter.org]
“A national nonprofit organization founded in 2011, Students Matter promotes access to quality public education through impact litigation, communications and advocacy. Students Matter fights for education equality in the court of law and in the court of public opinion, where students’ rights and voices matter most.”

IntegrateNYC [integratenyc.org]
“We are building a powerful community determined to advocate for meaningful policies that can ensure a just and equitable school system for all our young people.”

IntegrateUSNetwork [integratenyc.org/build]
“Together, we are growing a new generation of real leaders who will unite our society. Students develop civic leadership and design solutions for real integration and real representation.”

Additionally, Teach Us All is committed to inspiring youth to engage with their schools and communities using a social activism lens. On the Teach Us All site, further resources are organized by stakeholder, including educators, parents, organizations, and most critically, students.

Have you seen Teach Us All? What were your main takeaways? How do the issues identified in Teach Us All relate to libraries? What inequitable and structurally racist policies and practices exist within our libraries that need to be examined and dismantled? How can library staff work with youth to develop community led, youth-based programs that empower youth to examine issues related to equitable library services and programs?

We would love to hear from you in the comments.

Making the Public Library More Accessible to Students

In the course of my career, I have worked in almost every type of library (from Academic to Special), but I have spent the bulk of that time as a Public Librarian. One challenge that hasn’t changed in those 30+ years is providing students with access to materials.

At my first public library job in the early ‘90s, I worked closely with the librarians in the school district. They would fax over (because, yes, this was before email) assignment alerts for the various schools and I would pull materials for the students who would inevitably be coming in later to work on their assignments. The librarians of our community, public and school, worked as a team and the students benefited. It was helpful to me as well, because I could make sure there was a reserve cart pulled for specific projects before an over-zealous parent came in and checked out every single item in the library.

Fast forward 30 years, and some elements of this dynamic have remained while others have fundamentally changed. We have the internet; multiple school districts; reference collections are a thing of the past; 1:1 in some districts; cell phones; databases, staff reductions, elimination of school libraries, etc. All of these factors have changed the relationship between many schools and public libraries.

Students and teachers come to the public library in search of data and materials for assignments. In an effort to make sure that all students and teachers have access to materials in my library, we have created three new classes of library cards: limited library cards, digital library cards, and school library cards.

Our main library is located next door to one of our districts’ high school. We get many teens walking over after school to study.  We observed that some of these students couldn’t access databases (from home) or check out materials because they don’t have library cards, and since they walked to the library, didn’t have a parent or caregiver available to check out materials.

In an effort to make these materials and services available to all of our teen students, we created limited library cards and digital library cards. Limited library cards are for teens 14-17, who want/need to check out materials but don’t have library cards. Since our card policy requires a parent or guardian to register minor children for a library card, we have encountered teens who want to check out materials, but don’t have cards.  The limited card allows the teens to check out up to 3 items, and give them access to our digital databases. Without a library card, these teens would not be able to check out materials. It allows onsite and remote access to all of the library’s databases, but does not include access to materials charging.

The third type of card we created, a school library card, is designed for educators. They are helpful to teachers who want to stock their classrooms with supplemental materials, and who have traditionally taken on the responsibility for these items by checking them out on their personal library cards.  Unfortunately for the teachers, when materials are lost or overdue on a personal card, they are responsible for fines and replacement.  Issuing school cards allows teachers access to the materials, but shifts financial responsibility to the school.

If your school library and public library don’t have cooperative borrowing in place, you might want to consider similar ways to provide access to students.

Alexa Newman is a Youth Services Librarian at the Algonquin Area Public Library in Illinois, where she focuses on community programming. Besides her regularly scheduled duties, Alexa created and runs the library’s annual drama camp, storytelling festival, and teaching garden. In her spare time she loves to read, dabble in the arts, and putter in as many gardens as possible. Alexa is currently serving on the School-Age Programs and Service Committee and on the AASL/ALSC/YALSA Joint Committee on School/Public Library Cooperation.

Bringing the BFYA Teen Feedback Session to Kansas City

For any YALSA member, the Teen Feedback Session of Best Fiction for Young Adults is a highlight of attending ALA’s Annual Conference or Midwinter Meeting. It isn’t just getting the feedback on what titles teens liked from this year’s publishing cycle…but seeing teens up at the mic, sharing their thoughts with marketers, editors, agents and library staff. It’s empowering and reminds us why we do what we do. After experiencing the Midwinter 2017 BFYA Teen Feedback Session, we began to think about how we could get our teens to the conference at Annual.

Chicago and Denver are the closest ALA’s conference ever comes to Kansas City (although KC is a large city, we don’t have the conference facilities to host ALA)  That means our teens will never have the chance to experience and reap the benefits of  the BFYA Teen Feedback Session. They will never have the awesome power of addressing the committee and a room of library staff and publishers. And on a late spring day in Kansas City…we decided to change that.

Three YALSA members from two library systems – Amanda Barnhart from Kansas City Public Library (MO), and Peggy Hendershot and Kate McNair from Johnson County Library (KS) – came together to talk about the BFYA Teen Feedback Session. Our grand idea was to figure out a way to take teens to Chicago and get them on the mic…but soon learned that there are ample teens in Chicago waiting their turn and we wouldn’t steal their moment to speak up. We still wanted to empower our teens and give them the opportunity to speak out and be heard, so we went back to the drawing table and came up with an idea that would impact more teens than we could have fit into a van on a roadtrip to Chicago…

Talk Book To Me was born. In line with YALSA’s Futures Report goal of designing programs with teens’ passions and interests at the heart that are strongly connected to academic and career achievement, we identified four goals for the program. 1) Give teens the tools to analyze a book and express their thoughts in the form of a review. 2) Amplify their voices to BFYA committee members, editors, agents and library staff. 3) Unlock opportunities for teens to build a portfolio of accomplishments.

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TRW 2017: Unleashing Teen Stories through Community Engagement

Teen Read Week 2017 has begun! This year’s theme, Unleash Your Story, centers around the power of the story and how they can be used to communicate identity, discover the world, and share personal experiences. During this week, our goal as library staff is to encourage teens to tell their own stories and find the stories of others. Whether that’s hosting programs that center around creative writing, providing reader’s advisory, or hosting an author visit, this initiative can also give you the opportunity to encourage teen participation in the stories of their communities through activism and involvement.

Each and every one of your library’s teens has a story that affects their view of the world and their place in it. Right now, our political climate is rife with division and uncertainty and teens want to speak out about the issues and causes that matter to them, but many may not have the resources or skills to take action. As library staff, we have the privilege of serving as a connector between these teen voices and the communities that they belong to. Sandra Hughes-Hassell, President of YALSA, has laid out her presidential theme for the 2017-2018 year that will help empower library professionals aid teens in finding their voices and develop the competencies needed to become potential community builders and activists. This theme, Youth Activism through Community Engagement, is the perfect springboard for this year’s Teen Read Week theme because they both involve highlighting the voices and stories of our youth and sending these voices out into the world to make a difference.

The next step forward is determining how to become that connector between teen voices and their communities. Right from the start, we should strive to listen to our teens and observe them using the library space. Teens are the experts when it comes to the issues facing them and by interacting with them in your teen space or reference desk, you will quickly realize what they are concerned with or passionate about. Last year, our library hosted several Open Mic Nights for teens; at first, many simply covered their favorite songs or performed dance routines that they had seen in music videos. However, as the program progressed, they started to open up and began performing original poetry or improvising on the spot. Many of their performances discussed struggling with bullying, being victims of homophobia, and poverty. Not only was it incredibly moving, but it reminded me as community participant, that teens need a space to simply share their stories with their peers. The act of speaking and being heard was a powerful yet simple way to empower teens and reinforce positive peer interaction with others in their immediate community.

If teens are concerned with issues on a more national level, connect them to resources that can help them address it. In my library’s local community, we have a high number of Latino families that are uncertain about their futures what with the recent news about the Trump administration’s plan for DACA (Deferred Action for Childhood Arrivals) students and what that means for their families. Our goal has been to encourage not only Latino teens, but teens from all backgrounds, to become literate in the rights and struggles that others are facing. During Teen Read Week, reader’s advisory can be a powerful tool that connects teens to voices outside of their own experiences and perspectives. If you need some titles to keep handy, YALSA’s The Hub blog recently featured a great booklist that highlights teen activism. On a programming level, provide teens with resources that lead them to data about immigrant issues and help them start a social media campaign targeting to students in their schools and community to raise awareness. When teens have the facts to back up their voices, they can be empowered to take their stories out to their community at large and begin their journey towards becoming a powerful community builder!

For more information on how to host a successful Teen Read Week at your library, check out YALSA’s ning page for outreach resources, program planning, and more. If you need inspiration on how to encourage teens to unleash their stories this week, check out the Teen Programming HQ to see how other libraries are engaging in this year’s theme. Do you have a program or outreach initiative that you are excited about? Share it with YALSA members on the Teen Programming HQ site! Finally, let everyone know what you are doing for Teen Read Week on social media by using @yalsa and #TRW17.